This site features the policies, operational procedures, and related forms of the Toronto District School Board. There are many ways to access in the information contained in each of these types of documents. Our institute offers several opportunities for students to develop interpersonal and leadership skills through both the curricular and co-curricular programs. Students are provided with the opportunity to build self-confidence, to improve community skills, and to meet new people. Students will be credited with hours towards their mandatory Community Service. Leadership experiences on a student’s resume have proven useful in gaining acceptance to many programs in post-secondary education institutions.
School Code of Conduct
George B. Little PS
CODE OF CONDUCT
Our Commitment
George B. Little PS is committed to providing a healthy learning and working environment by promoting respect, civility, safety, responsible citizenship and academic excellence. A positive school climate exists when all members of the school community feel safe, included and accepted and actively promote positive behaviours and interactions. Equity, inclusion and respect are critical components embedded in the learning environment.
The George B. Little PS Code of Conduct is developed in accordance with the Education Act, the Provincial Code of Conduct, the Toronto District School Board’s (TDSB) Code of Conduct and all other TDSB operational procedures. The George B. Little PS Code of Conduct also reflects the values and expectations of the [name of school] community. The standards of behaviour outlined in the George B. Little PS Code of Conduct will apply to all members of the school community, including students, parents and, Board staff, permit holders volunteers and visitors:
on school property;
while traveling on a school bus that is owed by the Board or that is under contract to the Board;
in-school sports activities;
in off-site school-sponsored activities; or
in circumstances where engaging in an activity will have an impact on the school climate
Standards of Behaviour
All members of the school community are expected to:
respect and comply with all applicable federal, provincial and municipal laws;
demonstrate honesty and integrity;
respect differences in people, their ideas and opinions;
treat one and other with dignity and respect at all times, and especially when there is a disagreement;
respect and treat others fairly and promote a positive school climate that is
inclusive and accepting of all pupils, including of any race, ancestry, place of
origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender
identity, gender expression, age, marital status, family status or disability;
respect the rights of others;
show proper care and regard for school property and the property of others;
take appropriate measures to help those in need;
respect persons who are in a position of authority;
respect the need of others to work in an environment of learning and teaching.
Progressive Discipline
Progressive discipline is a whole-school approach that utilizes a continuum of interventions, supports, and consequences to address inappropriate student behaviour and to build upon strategies that promote positive behaviours. When inappropriate behaviour occurs, disciplinary measures should be applied within a framework that shifts the focus from one that is solely punitive to a focus that is both corrective and supportive.
Progressive discipline is a process designed to create the expectation that the degree of discipline will be in proportion to the severity of the behaviour leading to the discipline and that the previous disciplinary history of the student and all other relevant factors will be taken into account. Progressive discipline must take into account the needs of the individual student by showing sensitivity to identities, diversity cultural needs, and special education needs. In addition progressive discipline must be aligned with Ministry of Education and Board policies on anti-racism (e.g anti-Indigenous and anti-Black racism), ethno-cultural equity and anti-discrimination education. Interventions (in no particular order) may include:
Discussion with a teacher, member of the support staff, settlement worker, vice-principal or principal
Supports offered by Urban Indigenous Education Centre and Centre of Excellence for Black Student Achievement
Restorative practices
Attendance / performance/ behaviour contracts
Time Out
Reflection Sheet
Parental contact and involvement in applying an appropriate remedy
Loss of privilege to participate in specified school activities
Peer mediation
Individual or group counseling
Assessment
Detention
Restitution for damage or stolen property
Community services
Mental Health and well-being supports
Student breaches of the Board’s Code of Conduct and [name of school]’s Code of Conduct will be dealt with in accordance with Operational Procedure PR697: Promoting a Positive School Climate.
Suspension
The behaviours for which a principal may consider suspending a student include:
Uttering a threat to inflict serious bodily harm on another person;
Possessing alcohol, illegal drugs or, unless the pupil is a medical cannabis user, cannabis;
Being under the influence of alcohol or unless the pupil is a medical cannabis user, cannabis
Swearing at a teacher or at another person in a position of authority;
Committing an act of vandalism that causes extensive damage to school property at the pupil’s school or to property located on the premises of the pupil’s school;
Bullying if;
i. the pupil’s continuing presence in the school creates an unacceptable
risk to the safety of another person;
ii.
Willful destruction of school property; vandalism causing damage to school or Board property or property located on school or Board premises;
Use of profane or improper language;
Use of tobacco;
Theft;
Aid/incite harmful behaviour;
Physical assault;
Being under the influence of illegal drugs;
Fighting;
Possession or misuse of any harmful substances;
Inappropriate use of electronic communications or media devices; and
An act considered by the principal to be a breach of the Board’s or School’s Code of Conduct.
Expulsion
The behaviours for which a principal will consider recommending to a Committee of the Board that a student be expelled include:
Possessing a weapon, including possessing a firearm;
Using a weapon to cause or to threaten bodily harm to another person;
Committing physical assault on another person that causes bodily harm
requiring treatment by a medical practitioner;
Committing a sexual assault;
Trafficking in weapons or in illegal drugs;
Committing robbery;
Giving alcohol or cannabis to a minor;
Bullying if,
i. the pupil has previously been suspended for engaging in bullying; and
ii. the pupil’s continuing presence in the school creates an
unacceptable risk to the safety of another person;
Sexual harassment;
Racial harassment;
Hate-motivated occurrences;
Distribution of hate material;
Possession of explosive substance;
Any activity listed in section 306(1) motivated by bias, prejudice or hate based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation, gender identity, gender expression, or any other similar factor; and
An act considered by the principal to be a serious breach of the Board or School Code of Conduct;
Trafficking in cannabis;
Extortion.
(NOTE: Individual schools may insert specific expectations and requirements provided
they are consistent with the Board’s Code of Conduct)
These may include the following:
Attendance and late policies
Students will be on time for classes and will attend classes regularly. Students are responsible
for the work missed due to absence. Students who skip classes or repeatedly arrive late may
receive consequences based on the principles of progressive discipline.
Lockers
Lockers are the property of the Board and with reasonable grounds, are subject to inspection by school Administration in accordance with Search and Seizure (PR524).